Moodle數位資訊平台應用於數學課程之研究   全文下載

The Application of the Moodle On-Line Teaching Platform on Mathematics Curriculum

隨著數位時代的來臨，傳統的講述教學與在線學習已被修正，並逐步被「翻轉教室」取代。本研究旨在探討應用Moodle數位資訊平台實施線上教學結合傳統教學之混合式教學方式在學習成就、數學態度之影響，並進一步探討性別與能力變項對學習成效的影響。本研究採前實驗研究法的單一實驗組前－後測設計，以高雄市某國中七年級一個班級學生，共27人為研究對象，進行為期8個月的實驗教學，教學前、後使用成就測驗與數學態度量表來評測學生的改變，所得資料以t考驗、二因子單變量共變數分析及二因子多變量共變數分析等統計方法加以分析處理。所獲致的結論如下：應用Moodle數位學習平台實施線上教學結合傳統教學之翻轉課堂對國中七年級學生數學態度具有高度正向顯著的影響效果：一、應用Moodle數位學習平台實施線上教學結合傳統教學之翻轉課堂對國中七年級學生學習成就的提升沒有顯著效果，且學習成就不會因為不同性別與不同能力學生而有所差異；二、此實驗教學法對國中七年級學生數學態度具有高度正向顯著的影響效果；三、高能力的學生在「對重要他人數學態度」後測得分顯著高於中分組；四、學生在體驗實驗學習後均給予正向積極的回饋。

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by “flipped classroom.” The purpose of this study was to explore the influences of the application of the Moodle on-line teaching platform on the students’ learning achievement and attitudes toward mathematics. Based on gender and ability with different teaching methods, students were expected to show variations in their learning attitudes and achievements in mathematics. To investigate the outcomes of Moodle online teaching platform, a quasi-experiment was conducted using a single-group pre-test–post-test design. A total of 27 seventh-grade students of a junior high school in Kaohsiung took part as respondents in the experiment for a period of eight months. Before experimental instruction, all the students took the pre-test of the summative assessment. After experimental instruction, all the students took the post-test of the summative assessment. Data of the study were analyzed by the statistical methods of t-test, two-way ANCOVA and MANCOVA analyses and the results of this survey were concluded as follows: 1. The flip classroom of the Moodle on-line learning experience benefitted students didn’t make significant progress in learning achievement, and learning achievement didn’t differ in the aspects of gender and ability; 2. the result showed that the performance in the experimental group by having a positive effect on their attitudes toward studying mathematics; 3. the performance of high-ability students in the Moodle on-line teaching environment on the item of “important others’ attitude to mathematics” was significantly better than medium-ability students; 4. students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing learning.